Writing in the Fall 2017 issue of Forum: Issues about Part-Time and Contingent Faculty, a twice-yearly publication of the Conference on College Composition and Communication, Steve Fox and Mick Powers report on their efforts to improve working conditions for part-time contingent faculty at IUPUI. Noting that calls for increased equity for these faculty urge better pay, increased benefits, more control over assignments, and better hiring practices, among other changes, Fox and Powers contend that “less common is specific advocacy for some sort of promotion process” for these faculty (A4).

They find “professional advancement” listed among the seven goals of the New Faculty Majority and mention of professional development and promotion possibilities in both the “CCCC Statement on Working Conditions for Non-Tenure-Track Writing Faculty” and the MLA Professional Employment Practices for Non-Tenure-Track Faculty Members (A4). Such calls, they argue, speak to the conditions under which part-time faculty may achieve excellence in teaching for many years without recognition or without rewards such as higher pay than less experienced or less accomplished colleagues (A4). They share their experience working to remedy this situation as a case study (A5).

Fox and Powers report that IUPUI practices “Responsibility-Centered Management” that generally provides programs with “considerable autonomy,” with the result that salaries, hiring practices, and course assignments vary across campus (A5). In the School of Arts and Letters (SLA), which houses English and the writing program, part-time “salaries remain low, increases are infrequently given, and when given are applied equally to all part-time faculty . . . with no recognition of years of service or professional excellence” (A5).

Efforts to improve conditions within the SLA were part of campus-wide initiatives including an “office for part-time faculty affairs” and the establishment of a “committee on part-time faculty matters,” which recommended that part-time faculty be given an opportunity and process to earn promotion (A5-A6). The authors see the fact that the school’s associate dean for faculty affairs had been chair of English and had worked with part-time faculty in other contexts as important to the SLA’s role in April 2014 as the first school on campus to take up the recommendation (A6). They also cite the existence of the “Associate Faculty Coalition,” of which Powers is president, as a motivating factor (A6).

Part-time (associate) faculty provided input to the draft document generated for the SLA initiative. The school’s goal was to make the process similar to promotion procedures “for full-time faculty, without making it onerous or intimidating” (A6). Associate faculty expressed some reservations during the drafting process, for example arguing that the “modest” 10% proposed raise did not reflect the value of their contributions as faculty (A7); “[s]ome wondered why they should have to go through an entire dossier process in order to get a raise they felt they deserved without having to apply at all” (A7).

Powers felt that the benefits accruing to the new process, including a small raise where there might not otherwise have been any raise, outweighed the concerns. For the first time, the university would be presented with “documented proof” of “a noteworthy degree of excellence” that could ground future efforts. Also, faculty promoted to “senior” level would receive priority in course assignments; finally, faculty who prepared the dossier would have experience in preparing such a document as well as evidence of a promotion that would work in their favor should they apply for other positions in the future (A7).

Components of the dossier were “a candidate statement, a teaching philosophy, a CV, and an optional appendix with supporting documentation” (A7). These materials were reviewed by three-full-time lecturers, with a senior associate faculty member to be added the second year.

The SLA supported faculty with workshops; faculty in other programs did not always receive active support and were not always even notified about the opportunity (A8). Twenty-two associate faculty were accepted for promotion the first year; nine of these were in English (A8).

Fox and Powers note “other factors” that ultimately affected implementation of the initiative (A10). Foremost among these was “a severe budget crisis” that led to the suspension of raises except for promotion, transferred oversight of the school’s budget to the campus administration, and forced Fox, as writing program administrator, and Powers to argue for the importance of providing promised raises to promoted part-time faculty (A8-A9).

Although the raises and promotions were finally approved, the process was suspended for 2016-2017 because of budget issues (A9). Fox and Powers note that faculty just reaching the eligibility requirement of at least four semesters at IUPUI or who had decided not to apply the first year were thus prevented from applying (A9).

The authors note concerns that their initiative serves as “only a pale imitation” of true promotion and recognition (A9). They cite Michael Bérubé and Jennifer Ruth’s argument that faculty should be focusing on “the long term and work for tenure for all faculty” (A10) rather than being distracted by short-term changes. They do contend that “rewarding their part-time faculty” benefits the university by furthering teaching excellence (A10). They recommend continuing to work for systemic change, including “meaningful representation in faculty governance” for the part-time faculty who, Tony Scott states, “do most composition work” (qtd. in Fox and Powers A10).